An evaluation of in-service professional development programmes for science teachers in Lindi
| dc.contributor.author | Christopher, Charles | |
| dc.date.accessioned | 2020-01-23T12:45:02Z | |
| dc.date.available | 2020-01-23T12:45:02Z | |
| dc.date.issued | 2015 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF Q183.4.T34C4757) | en_US |
| dc.description.abstract | The main purpose of this study was to evaluate in-service professional development programmes for science teachers in Lindi region. The study was guided by five specific objectives: to determine how science teachers get access to in-service professional development programmes , to identify types of support provided to science teachers in order to enable them to access in-service professional development programmes, to identify strategies used by facilitators when providing in-service professional development programmes, to explore benefits that science teachers gain through participation in-service professional development programmes, to identify challenges that science teachers face when participating in in-service professional development programmes. Methodologically the study adopted a mixed research approach with a focus of descriptive survey design. Data were obtained from 108 respondents, of which, 45 were students, 54 science teachers, and 09 heads of school. It employed purposive and simple random sampling techniques. The data were obtained through interviews, questionnaires, and documentary review. Qualitatively data was analysed and subjected to content analysis while quantitative data was analysed by SPSS version 20.The study findings revealed that many science teachers never had an opportunity to access in-service professional development programmes. Moreover, support means provided to science teachers to access the in-service programmes were in adequate. Facilitators were found to rely more on group discussion and question and answer as strategies providing in-service professional development programmes instead of practical work and demonstration. However, those who had opportunity to attend in-service programmes, indicated to have gained improvement in self-confidence, laboratory skills, and improvisation as result of participating in various professional development programmes. This study also noted that financial constraints, shortage of teaching and learning materials, lack of follow up, shortage of time are some of the factors that hinder the implementation of in-service professional development programmes for science teachers. The study concludes that there is a necessity of in-service professional development programmes to science teachers. The study recommends that, government through Ministry of Education and vocational training (MoEVT) and Regional Administrative and Local Government (RALG) should ensure that teachers are provided with the opportunity to access in-service programmes to cope with new changes and improve their skills. Moreover seminars and workshops should be conducted on regular basis to raise teachers’ awareness and enhance their confidence in applying competence –based approach in teaching and learning process. | en_US |
| dc.identifier.citation | Christopher, C. (2015) An evaluation of in-service professional development programmes for science teachers in Lindi, Master dissertation, University of Dar es Salaam, Dar es Salaam | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/6745 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Science teachers | en_US |
| dc.subject | Study and teaching (Secondary) | en_US |
| dc.subject | Tanzania | en_US |
| dc.subject | In- service training | en_US |
| dc.subject | Lindi region | en_US |
| dc.title | An evaluation of in-service professional development programmes for science teachers in Lindi | en_US |
| dc.type | Thesis | en_US |